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Faculty of Education, HKU

A Study of Good Practices in Secondary Schools for Enhancing Students’ English Language

Proficiency

Consulting Team

Team Leaders:

Amy B.M. Tsui, Chair ProfessorK.K. Tong, Assistant Professor

Team members:

Stephen Andrews, Associate ProfessorRaymond Lam, Assistant ProfessorAlbert Wong, Assistant ProfessorGary Harfitt, Teaching ConsultantNicole Tavares, Teaching ConsultantMargaret Lo, Teaching ConsultantMaria Ng, Faculty Fellow

Research Assistant Team

Project Manager:

Wendy Leung

Research Assistants:

Cathy CheungDavid KwanGloria ChungHayes TangHofan ChauJoe WongJoffee LamScarlet Poon

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Research QuestionsResearch Questions

What are the strategies adopted by schools What are the strategies adopted by schools that show consistent improvement in English that show consistent improvement in English proficiency since the implementation of Firm proficiency since the implementation of Firm Guidance of MOI in 1998? Guidance of MOI in 1998?

How effective are these strategies in bringing How effective are these strategies in bringing about positive learning outcomes?about positive learning outcomes?

What conditions maximize the effectiveness What conditions maximize the effectiveness of these strategies in bringing about positive of these strategies in bringing about positive learning outcomes? learning outcomes?

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Research DesignResearch Design

1. Identification of schools HKEAT sample data provided by EMB: 61 schools identified Collection of complete HKEAT data set by schools identified

in Stage 1 and triangulation with EMB data set: 46 schools provided data, 14 CMI and 11 EMI schools were identified as improving schools

2. TQ survey on practical and psychological dimensions of ELT

36 out of 46 schools, plus one additional school (388 teachers) participated

3. Identification of “effective” teachers (ETs) based on HKEAT scores of their students (Teacher Effective

Index, TEI): 37 (CMI) and 29 (EMI) ETs were identified.

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Research DesignResearch Design

4. Identification of case study schools and teachers for case study

5. SQ survey on practical and psychological dimensions of ELL

S1-S3 students from 12 case study schools

6. Student Learning Outcomes: Pre- and post-test comparisons

All classes taught by ETs Additional classes of case study schools on

voluntary basis 2 control schools (1 CMI; 1 EMI) >

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Research Design: case study schools Research Design: case study schools and teachersand teachers

Criteria for identifying case study schools: Criteria for identifying case study schools:

Medium of instruction Medium of instruction Student ability (school banding)Student ability (school banding) No. of “effective teachers” (ETs) based on TEINo. of “effective teachers” (ETs) based on TEI

Criteria for identifying teachers for case study: Criteria for identifying teachers for case study:

““Effective & marginally effective teachers” (21)Effective & marginally effective teachers” (21) Teacher Effectiveness Index (TEI) Teacher Effectiveness Index (TEI) Triangulated with recommendations from school Triangulated with recommendations from school

principals and / or panel chairsprincipals and / or panel chairs Agreed to participateAgreed to participate

““Case study teachers” (9)Case study teachers” (9) not initially identified because TEI was not available or did not initially identified because TEI was not available or did

not fully meet the TEI requirements. not fully meet the TEI requirements. highly recommended by principals and/or panel chairs as highly recommended by principals and/or panel chairs as

effective teacherseffective teachers Agreed to participateAgreed to participate

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Summary of case study schools and Summary of case study schools and ETsETs

No.No. MOIMOI BandingBanding EMTP (EMT)*EMTP (EMT)* Case study TsCase study Ts

11 EMIEMI 1 (Upper)1 (Upper) 1 (8)1 (8) 11

22 EMIEMI 1 (Upper)1 (Upper) 3 (7)3 (7) 00

33 EMIEMI 1 (Lower)1 (Lower) 0**0** 22

44 EMIEMI 1 (Lower)1 (Lower) 0 (5)0 (5) 22

55 CMICMI 1 & 21 & 2 2 (5)2 (5) 11

66 CMICMI 1 & 21 & 2 2 (7)2 (7) 00

77 CMICMI 1 & 21 & 2 2 (7)2 (7) 00

88 CMICMI 1 & 21 & 2 4 (4) 4 (4) 22

99 CMICMI 33 2 (6)2 (6) 11

1010 CMICMI 33 1 (5)1 (5) 00

1111 CMICMI 4 & 54 & 5 2 (7)2 (7) 00

1212 CMICMI 4 & 54 & 5 2 (4)2 (4) 00

4 (EMI) 8 (CMI)4 (EMI) 8 (CMI) 21 (65)21 (65) 99

*EMTP: No. of ETs and marginally effective teachers participated in the case study; (EMT) No. of ETs and marginally effective teachers identified **The Teacher Effectiveness Index (TEI) is not available in School 065

>

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Teacher Questionnaire (May’03 ~ Sept’03)Teacher Questionnaire (May’03 ~ Sept’03) 388 teachers from 37 secondary schools388 teachers from 37 secondary schools

Student Learning : Pre-test (Nov’03 ~ Dec’03)Student Learning : Pre-test (Nov’03 ~ Dec’03) 3691 students from 12 case study schools + 2 control schools 3691 students from 12 case study schools + 2 control schools

(1 EMI, 12 classes; 1 CMI, 12 classes)(1 EMI, 12 classes; 1 CMI, 12 classes)

Student Learning: Post-test (May’04 ~ Jul’04)Student Learning: Post-test (May’04 ~ Jul’04) 3664* students from 12 case study schools + 2 control schools 3664* students from 12 case study schools + 2 control schools

(1 EMI, 12 classes; 1 CMI, 12 classes)(1 EMI, 12 classes; 1 CMI, 12 classes)

Student Questionnaire (May’04 ~ Jul’04)Student Questionnaire (May’04 ~ Jul’04) 6716 students (F.1 ~ F.3) from 12 case study schools6716 students (F.1 ~ F.3) from 12 case study schools

* 27 students were absent from the post-test* 27 students were absent from the post-test

Quantitative Data CollectionQuantitative Data Collection

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Qualitative Data CollectionQualitative Data CollectionData collection period ( Oct 03 – Jul 04Data collection period ( Oct 03 – Jul 04): ): “Asking”, “Watching” & “Asking”, “Watching” & ““Examining” (Wolcott, 1992) Examining” (Wolcott, 1992)

No. of participating schools: 12No. of participating schools: 12 Interviews: Interviews:

No. of principals interviewed: No. of principals interviewed: 1212, No. of interviews: , No. of interviews: 2121 No. of teachers interviewed individually: No. of teachers interviewed individually: 6767, No. of interviews: , No. of interviews: 170170 No. of interviews conducted with English panels: No. of interviews conducted with English panels: 77 No. of students interviewed: No. of students interviewed: 349349

Observations: Observations: No. of lesson observations: No. of lesson observations: 383383 No. of “extra-curricular activities” observations: clubs activities, No. of “extra-curricular activities” observations: clubs activities,

performances, lunch-time activities, morning assemblies: performances, lunch-time activities, morning assemblies: 5858

Artifacts examined: Artifacts examined: Curriculum materials and artifacts: lesson plans, worksheets, Curriculum materials and artifacts: lesson plans, worksheets,

handouts, notices, announcement templates, webpageshandouts, notices, announcement templates, webpages Student work: exercises, compositions, minutes of meetingsStudent work: exercises, compositions, minutes of meetings

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Factor analysis of TQFactor analysis of TQ

12 dimensions differentiating English language 12 dimensions differentiating English language teachersteachers (N=388)(N=388)

management of learningmanagement of learning management of learning: using English to interact with students at all management of learning: using English to interact with students at all

times*times*

enactment of ESL curriculum: planning and classroom implementationenactment of ESL curriculum: planning and classroom implementation enactment of ESL curriculum: scaffolding*enactment of ESL curriculum: scaffolding* enactment of ESL curriculum: student empowermentenactment of ESL curriculum: student empowerment

pre- and post-lesson thinkingpre- and post-lesson thinking dealing with “input for learning”dealing with “input for learning”

general teacher efficacy*general teacher efficacy* English teacher efficacyEnglish teacher efficacy self-perception of efficacy in teaching English* self-perception of efficacy in teaching English*

collaborative learningcollaborative learning self-learning toolsself-learning tools

*dimensions that discriminated between effective, non-effective and ineffective *dimensions that discriminated between effective, non-effective and ineffective teachersteachers

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TQ Items on 4 Dimensions Discriminating

ITs, NTs & ETs (1)1. Management of learning: using English to interact with

students at all times

Q69 I insist on the use of English for classroom management purposes.

Q70r When students have problems understanding my explanation in English, I repeat my explanation once again in Cantonese.

Q71 I use English when I talk to my students outside the classroom.

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TQ Items on 4 Dimensions TQ Items on 4 Dimensions Discriminating Discriminating

ITs, NTs & ETs (2)ITs, NTs & ETs (2)2.2. Enactment of ESL curriculum: proximal and distal Enactment of ESL curriculum: proximal and distal

scaffoldingscaffolding

Q73rQ73r I follow the textbook(s) / coursebook(s) closely.I follow the textbook(s) / coursebook(s) closely.Q74Q74 I give my students time to research the topic and I give my students time to research the topic and

discuss discuss their ideas with their classmates before they write their their ideas with their classmates before they write their composition.composition.

Q75 Q75 I ensure that my teaching of a language point takes into I ensure that my teaching of a language point takes into account what has been taught in previous years and account what has been taught in previous years and

how how the point may be revisited in future years.the point may be revisited in future years.

Q76Q76 I give my students very specific comments about the I give my students very specific comments about the strengths they strengths they demonstrate in their writing tasks.demonstrate in their writing tasks.

Q77Q77 I give my students very specific comments about theI give my students very specific comments about themajor weaknesses they show in their writing tasks.major weaknesses they show in their writing tasks.

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TQ Items on 4 Dimensions TQ Items on 4 Dimensions Discriminating Discriminating

ITs, NTs & ETs (3)ITs, NTs & ETs (3)

3.3. General teaching efficacyGeneral teaching efficacy

Q79rQ79r There are limits to what an English teacher can There are limits to what an English teacher can achieve because a student’s achievement in English achieve because a student’s achievement in English is is largely influenced by his/her language largely influenced by his/her language environment. environment.

Q80rQ80r If parents would do more to help their children to If parents would do more to help their children to learn English, teachers could do more.learn English, teachers could do more.

Q81rQ81r If students are not motivated to learn English, even If students are not motivated to learn English, even an effective English teacher has little influence on an effective English teacher has little influence on their achievement in English.their achievement in English.

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TQ Items on 4 Dimensions TQ Items on 4 Dimensions Discriminating Discriminating

ITs, NTs & ETs (4)ITs, NTs & ETs (4)

4.4. Self-perception of efficacy in teaching EnglishSelf-perception of efficacy in teaching English

Q91Q91 I understand the English language system well I understand the English language system well enough to be effective in teaching English.enough to be effective in teaching English.

Q92rQ92r I find it difficult to explain to students why a I find it difficult to explain to students why a sentence sentence is grammatically wrong. is grammatically wrong.

Q93rQ93r When a student has difficulty understanding a When a student has difficulty understanding a grammatical concept, I am usually at a loss as to how grammatical concept, I am usually at a loss as to how to to help the student understand it better.help the student understand it better.

Q94rQ94r I am not sure if I have the necessary skills to teach I am not sure if I have the necessary skills to teach English. English.

Q95:Q95: I am very effective in involving students in I am very effective in involving students in language language

activities. activities.

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Differences in mean scores among teachers on 4 TQ dimensions

DimensionDimensionET I ET I

( n = 16)( n = 16)

ET IIET II

( n = ( n = 46 )46 )

NTNT

( n = ( n = 169 )169 )

IT IT

( n = 22 )( n = 22 )

management of learning : management of learning : using English to interact with using English to interact with students at all times*students at all times*

4.174.17 4.044.04 3.503.50 2.972.97

Enactment of ESL curriculum: Enactment of ESL curriculum: scaffolding*scaffolding*

4.264.26 4.064.06 3.993.99 3.733.73

General teaching efficacy*General teaching efficacy* 2.922.92 2.512.51 2.442.44 2.082.08

Self-perception of efficacy in Self-perception of efficacy in teaching English*teaching English*

4.984.98 4.684.68 4.584.58 4.454.45

*p < .05 The above 4 dimensions correlate significantly with Teacher Effectiveness Index, TEI, a value-added index.

An arrow indicates a significant difference between the two groups marked by the beginning and the end of the arrow.

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Interpretation of TQ findingsInterpretation of TQ findings

The findings of the TQ analyses suggest that effective The findings of the TQ analyses suggest that effective English teachers differ from non-effective or ineffective English teachers differ from non-effective or ineffective teachers in that theyteachers in that they

engage students in using English for communicative engage students in using English for communicative purposes by interacting with them in English at all purposes by interacting with them in English at all times; times;

provide scaffolding (both distal and proximal) in provide scaffolding (both distal and proximal) in teaching;teaching;

believe that teachers can improve students’ believe that teachers can improve students’ performance in English; performance in English;

perceive themselves to be effective in English language perceive themselves to be effective in English language teaching.teaching.

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1. Learning in the English classroom1. Learning in the English classroom

Engagement in using the languageEngagement in using the language EULEUL 0.65130.6513

Tailored Curriculum and materialsTailored Curriculum and materials CMCM 0.52400.5240

Learning support at schoolLearning support at school LSSLSS 0.82460.8246

2. 2. Learning Support Outside the Learning Support Outside the ClassroomClassroom

LSOLSO 0.47940.4794

3. 3. Exposure to EnglishExposure to English

Exposure to English outside schoolExposure to English outside school EOSEOS 0.77030.7703

Exposure to English at schoolExposure to English at school EASEAS 0.75810.7581

Student Questionnaire: Student Questionnaire: Reliability coefficients of subscales Reliability coefficients of subscales (N= (N=

6716) 6716) (1)(1)

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4. 4. Self-perception of LearningSelf-perception of Learning Previous Previous yearyear

This This yearyear

Self-perception of learning in generalSelf-perception of learning in general SPGSPG 0.65360.6536 0.65400.6540

Self-perception of learning EnglishSelf-perception of learning English SPESPE 0.69180.6918 0.70930.7093

5. 5. Motivation for Learning EnglishMotivation for Learning English Attitudes in learning EnglishAttitudes in learning English AtLEAtLE 0.59150.5915 0.61060.6106

Anxiety towards learning EnglishAnxiety towards learning English AnLEAnLE 0.72640.7264 0.72310.7231

Perceived control of learningPerceived control of learning PCLPCL 0.69040.6904 0.70120.7012

Intrinsic motivationIntrinsic motivation IMIM 0.76070.7607 0.76270.7627

Extrinsic motivationExtrinsic motivation EMEM 0.77340.7734 0.76550.7655

6. 6. Attribution of English Attribution of English PerformancePerformance

Internal factorInternal factor IFIF 0.76870.7687 0.77670.7767

External factorExternal factor EFEF 0.33780.3378 0.33820.3382

SQ: Reliability coefficients (2)SQ: Reliability coefficients (2)

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7. 7. Self-efficacy of StudentsSelf-efficacy of Students Previous Previous yearyear

This This yearyear

Internal self-efficacy of studentsInternal self-efficacy of students ISSISS 0.77930.7793 0.77210.7721 External self-efficacy of studentsExternal self-efficacy of students ESSESS 0.61850.6185 0.62450.6245

8. 8. Strategies for Learning EnglishStrategies for Learning English

Rehearsal strategy for learning EnglishRehearsal strategy for learning English RSERSE 0.80850.8085 0.80780.8078 Cognitive strategy for learning EnglishCognitive strategy for learning English CgSECgSE 0.79510.7951 0.77830.7783 Compensation strategy for learning Compensation strategy for learning

EnglishEnglishCpSECpSE 0.59870.5987 0.57240.5724

Metacognitive strategy for learning Metacognitive strategy for learning EnglishEnglish

MSEMSE 0.85280.8528 0.85300.8530

9. 9. Use of English in content Use of English in content subject classroom situations subject classroom situations

(for EMI students)(for EMI students)EMIEMI 0.76880.7688

SQ: Reliability coefficients (3)SQ: Reliability coefficients (3)

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Factor analysis of SQ (1)Factor analysis of SQ (1)

Factor analysis of SQ showed 3 factors:Factor analysis of SQ showed 3 factors: Factor 1 Opportunities and Support for Learning EnglishFactor 1 Opportunities and Support for Learning English

Engagement in using languageEngagement in using language Tailored curriculum and materials Tailored curriculum and materials Learning support outside the classroomLearning support outside the classroom Exposure to English outside schoolExposure to English outside school Exposure to English at schoolExposure to English at school

Factor 2 Attitudes toward English and learning EnglishFactor 2 Attitudes toward English and learning English Self-perception of learning in generalSelf-perception of learning in general Self-perception of learning EnglishSelf-perception of learning English Attitudes towards English & learning EnglishAttitudes towards English & learning English Anxiety towards learning EnglishAnxiety towards learning English Perceived control of learningPerceived control of learning

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Factor analysis of SQ (2)Factor analysis of SQ (2)

Factor 3 Factor 3 Motivation, attribution and strategies for Motivation, attribution and strategies for

learning Englishlearning English

Intrinsic motivationIntrinsic motivation Extrinsic motivationExtrinsic motivation Attribution of English performance to internal factorsAttribution of English performance to internal factors Internal self-efficacy of studentsInternal self-efficacy of students Rehearsal strategy for learning EnglishRehearsal strategy for learning English Cognitive strategy for learning EnglishCognitive strategy for learning English Compensation strategy for learning EnglishCompensation strategy for learning English Metacognitive strategy for learning EnglishMetacognitive strategy for learning English

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Triangulation of TQ and STriangulation of TQ and S QQ

4 discriminating dimensions of TQ4 discriminating dimensions of TQ Management of learning: using English to interact Management of learning: using English to interact

with students at all timeswith students at all times Enactment of ESL curriculum: scaffoldingEnactment of ESL curriculum: scaffolding General teacher efficacyGeneral teacher efficacy Self-perception of efficacy in teaching EnglishSelf-perception of efficacy in teaching English

3 dimensions identified in SQ3 dimensions identified in SQ Opportunities and Support for Learning EnglishOpportunities and Support for Learning English Attitudes towards English and learning EnglishAttitudes towards English and learning English Motivation, attribution and strategies for learning Motivation, attribution and strategies for learning

EnglishEnglish

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Results of analyses of SQResults of analyses of SQ Students in 3 schools reported Students in 3 schools reported more opportunities and support more opportunities and support

for learning Englishfor learning English (Factor 1)(Factor 1) compared to other schools of compared to other schools of similar banding: similar banding:

school 112 (CMI)school 112 (CMI) school 030 (EMI)school 030 (EMI) school 065 (EMI)school 065 (EMI)

Students in Students in all improving case study schoolsall improving case study schools showed showed significant significant gains in nearly all psychological subscales (Factors 2 & 3)gains in nearly all psychological subscales (Factors 2 & 3) compared to previous year, except for Attribution to External compared to previous year, except for Attribution to External Factors and External Self-Efficacy.Factors and External Self-Efficacy.

Students in Students in 4 classes4 classes taught by “effective teachers” reported taught by “effective teachers” reported larger gain in almost all psychological subscales (Factors 2 & 3) larger gain in almost all psychological subscales (Factors 2 & 3) compared to students taught by other teachers at the same level compared to students taught by other teachers at the same level in the same school: in the same school:

school 426 (CMI) class 2B school 426 (CMI) class 2B school 268 (CMI) class 3Aschool 268 (CMI) class 3A school 114 (CMI) class 1E and 2C school 114 (CMI) class 1E and 2C

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Qualitative Data Analysis and Qualitative Data Analysis and Triangulation with Quantitative Triangulation with Quantitative

DataData Identification of distinctive features of each Identification of distinctive features of each

case studycase study

Cross case analysisCross case analysis: Identification of common : Identification of common themes emerging from distinctive features of themes emerging from distinctive features of all casesall cases

TriangulationTriangulation with quantitative student data: with quantitative student data: SQ and pre- post-test findingsSQ and pre- post-test findings

Identification of Identification of conditions / strategies for conditions / strategies for effective English language teaching and effective English language teaching and learning under the six themeslearning under the six themes

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Common ThemeCommon Theme SchoolSchool

Promotion of readingPromotion of reading 065,104 &114065,104 &114

Promotion of writingPromotion of writing 065 & 114065 & 114

Adaptation of curriculum materialsAdaptation of curriculum materials 043, 104 & 426043, 104 & 426

Catering for students of lower Catering for students of lower academic abilityacademic ability

030, 043, 214 & 228030, 043, 214 & 228

Confidence building thro’ student Confidence building thro’ student empowerment and engagement with empowerment and engagement with the target languagethe target language

030, 043, 065, 114 &030, 043, 065, 114 &426426

Whole school approach to English Whole school approach to English enhancementenhancement

065, 112 & 144065, 112 & 144 < <

Qualitative Data Analysis:Qualitative Data Analysis:Findings of Cross-case analysis (1)Findings of Cross-case analysis (1)

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Promotion of ReadingPromotion of Reading Whole school approach to promotion of readingWhole school approach to promotion of reading

Involvement of all stakeholders: teachers, librarian, students, and Involvement of all stakeholders: teachers, librarian, students, and parentsparents

Teachers as role modelsTeachers as role models Librarian as facilitator and resource person Librarian as facilitator and resource person Parents as supporters and companionsParents as supporters and companions Students as readers and resource personsStudents as readers and resource persons

Integration of ER into formal and informal curriculaIntegration of ER into formal and informal curricula Allocate class time for ERS and teacher-student, student-student Allocate class time for ERS and teacher-student, student-student

story tellingstory telling Story-sharing corner: peer support and peer learningStory-sharing corner: peer support and peer learning Home reading and journal entries / letters to peers on books read: Home reading and journal entries / letters to peers on books read:

integration of reading and writing integration of reading and writing

Incentives for readingIncentives for reading Reading competition; awards for voracious readers Reading competition; awards for voracious readers Small prizes for telling storiesSmall prizes for telling stories ERS achievement as part of assessmentERS achievement as part of assessment

School Library: “moving from backstage to the front” – sch. librarian School Library: “moving from backstage to the front” – sch. librarian Pleasant and inviting environment to read, e.g. reading cornerPleasant and inviting environment to read, e.g. reading corner Students, parents, teachers and care-takers recommend books to Students, parents, teachers and care-takers recommend books to

librarianlibrarian Several visits to bookstores by student librarians for book Several visits to bookstores by student librarians for book

purchasepurchase Books for parentsBooks for parents

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Promotion of WritingPromotion of Writing

Process writing: drafting and revisingProcess writing: drafting and revising Revision of drafts in response to peer and teacher Revision of drafts in response to peer and teacher

commentscomments Raised students’ awareness of their own strengths and Raised students’ awareness of their own strengths and

weaknesses in writing through evaluating others’ writingweaknesses in writing through evaluating others’ writing Focusing on content and form separately rather than Focusing on content and form separately rather than

simultaneouslysimultaneously Created a sense of audience and ownership of textCreated a sense of audience and ownership of text

Regular writing / free writingRegular writing / free writing Helps students to develop a habit of expressing themselves Helps students to develop a habit of expressing themselves

in writing in writing Provides a venue for personal interaction between the Provides a venue for personal interaction between the

student and the teacherstudent and the teacher Provides a low anxiety environment for risk-taking and Provides a low anxiety environment for risk-taking and

hypothesis testing in language learninghypothesis testing in language learning

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Adaptation of Curriculum MaterialsAdaptation of Curriculum Materials

Adaptation of textbooksAdaptation of textbooks Flexible approach to curriculum and scheme of work, e.g. oral Flexible approach to curriculum and scheme of work, e.g. oral

story telling curriculumstory telling curriculum Clear objectives: adapting up and adapting downClear objectives: adapting up and adapting down Careful grading and sequencing of tasks to ensure coherence and Careful grading and sequencing of tasks to ensure coherence and

to provide adequate scaffoldingto provide adequate scaffolding Formative and summative feedback Formative and summative feedback

Exploitation of school resources and public resources for Exploitation of school resources and public resources for teachingteaching Public resources: Internet, public talks, workshops, videos, TV Public resources: Internet, public talks, workshops, videos, TV

programs and movies, postersprograms and movies, posters Resources within the school, e.g., school tuck shop and staff, Resources within the school, e.g., school tuck shop and staff,

library, content subject teacherslibrary, content subject teachers

Collaborative Materials AdaptationCollaborative Materials Adaptation Materials and experience sharingMaterials and experience sharing Collaborative lesson planningCollaborative lesson planning

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Catering for Students of Lower Catering for Students of Lower Academic AbilityAcademic Ability

Alleviating English learning anxietyAlleviating English learning anxiety Create a positive and non-threatening environment for risk-Create a positive and non-threatening environment for risk-

takingtaking Make English learning relevant to students’ daily livesMake English learning relevant to students’ daily lives

Making learning tasks manageableMaking learning tasks manageable Use of carefully graded tasks Use of carefully graded tasks Use of scaffoldingUse of scaffolding Use of partitioning strategiesUse of partitioning strategies

Using focusing strategiesUsing focusing strategies Effective use of blackboard to highlight and focus students’ Effective use of blackboard to highlight and focus students’

attention on key learning pointsattention on key learning points Effective use of mnemonic devices Effective use of mnemonic devices

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Confidence Building thro’ Student Confidence Building thro’ Student Empowerment and Engagement with Empowerment and Engagement with

Target LanguageTarget Language Engagement with target languageEngagement with target language

Maximize opportunities for public speaking for ALL students, Maximize opportunities for public speaking for ALL students, e.g., morning assembly, speech festival, drama festival, etc.e.g., morning assembly, speech festival, drama festival, etc.

Maximize opportunities for using the language for Maximize opportunities for using the language for communicative purposes, e.g., meetings, agenda and minutes, communicative purposes, e.g., meetings, agenda and minutes, ECAs, notices, posters, etc.ECAs, notices, posters, etc.

Provide adequate scaffolding for speaking tasksProvide adequate scaffolding for speaking tasks Organize experiential dimension of English learning: overseas Organize experiential dimension of English learning: overseas

trips to English speaking country and preparatory activities trips to English speaking country and preparatory activities

Student Empowerment: making students responsible Student Empowerment: making students responsible for their own learningfor their own learning Senior students as mentors to junior studentsSenior students as mentors to junior students Students take responsibility for organizing English activitiesStudents take responsibility for organizing English activities Peer learning: peer feedback on performance in English Peer learning: peer feedback on performance in English

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Whole School Approach to English Whole School Approach to English EnhancementEnhancement

Motivating and involving all stakeholdersMotivating and involving all stakeholders Involvement of content subject teachers Involvement of content subject teachers Developing positive attitudes towards English learningDeveloping positive attitudes towards English learning

Infra-structure and human resources deployment Infra-structure and human resources deployment Identification of key personnel as change agentsIdentification of key personnel as change agents Infra-structure for planning, teaching, assessment and Infra-structure for planning, teaching, assessment and

feedbackfeedback Effective deployment of NETEffective deployment of NET

Consensus building in resource allocation Consensus building in resource allocation English chat room, teaching assistants, renovation of English chat room, teaching assistants, renovation of

library, time-tabling, etc.library, time-tabling, etc.

Integration of Formal and Informal CurriculaIntegration of Formal and Informal Curricula Focusing on accuracy in the classroom and fluency in Focusing on accuracy in the classroom and fluency in

ECAsECAs ECAs as an extension of the formal curriculumECAs as an extension of the formal curriculum

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Student Learning Outcomes: Results of Student Learning Outcomes: Results of analyses of pre- and post-testsanalyses of pre- and post-tests

The students in the following classes showed positive value-added indices in all English skills / domains:

The indices were based on comparison with classes of the same ability banding.The indices were based on comparison with classes of the same ability banding. Positive value-added indicesPositive value-added indices Negative value-added indicesNegative value-added indices

small positive effectsmall positive effect ++ .30 to .49 .30 to .49 small negative effect small negative effect 0 0 -.30 to -.49 -.30 to -.49medium positive effect medium positive effect ++++ .50 to .79 .50 to .79 medium negative effect medium negative effect 0000 -.50 to -.79 -.50 to -.79large positive effect large positive effect ++++++ .80 or higher large negative effect .80 or higher large negative effect 000000 -.80 or higher -.80 or higher

<<

Value-added indices in EnglishValue-added indices in English

BandBand SchoolSchool ClassClass Total Total scorescore

ReadingReading WritingWriting ListeningListening FunctionFunction FormForm

EMI EMI UpUp

043043 3B3B ++ ++ ++++ ++++ ++

CMI CMI 1 & 2 1 & 2

114114 2C2C ++++ ++++ ++++++ ++ ++ ++++

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Triangulation of Data: an example Triangulation of Data: an example (Sch 065) (1)(Sch 065) (1)

Qualitative Data Analysis: Distinctive Features Identified in 065Qualitative Data Analysis: Distinctive Features Identified in 065 Promotion of reading Promotion of reading Innovative writing curriculum Innovative writing curriculum Using EMI for content subjectsUsing EMI for content subjects

Quantitative Data Analysis: Pre- and Post-test comparisonsQuantitative Data Analysis: Pre- and Post-test comparisons

Reading comprehensionReading comprehension Case study class vs other classes in same school: ES = 0.71Case study class vs other classes in same school: ES = 0.71 Case study class vs classes in similar banding: ES = 0.48Case study class vs classes in similar banding: ES = 0.48

WritingWriting Case study class vs other classes in same school: ES = 0.98Case study class vs other classes in same school: ES = 0.98 Case study class vs classes in similar banding: ES = 0.67Case study class vs classes in similar banding: ES = 0.67

ES = Effect sizeES = Effect sizeSmall: 0.3 to 0.49 Small: 0.3 to 0.49 Medium: 0.5 to 0.79 Medium: 0.5 to 0.79 Large: 0.80 or above Large: 0.80 or above 

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Quantitative Data Analysis: SQ scores (n = 15 junior classes)Quantitative Data Analysis: SQ scores (n = 15 junior classes)

12 classes showed significant gain in self-perception of 12 classes showed significant gain in self-perception of learning English (SPE) scores compared to previous yearlearning English (SPE) scores compared to previous year

11 classes showed significant gain in the following 11 classes showed significant gain in the following subscales compared to previous yearsubscales compared to previous year:: internal self-efficacy of students (ISS)internal self-efficacy of students (ISS) metacognitive strategy for learning English (MSE). metacognitive strategy for learning English (MSE).

10 classes showed significant gain in the following 10 classes showed significant gain in the following subscales compared to previous year:subscales compared to previous year: extrinsic motivation for learning English (EM) extrinsic motivation for learning English (EM) cognitive strategy for learning English (CgSE)cognitive strategy for learning English (CgSE)

Triangulation of Data: an example Triangulation of Data: an example (Sch 065) (2)(Sch 065) (2)

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Triangulation of Data: an example Triangulation of Data: an example (Sch 065) (3)(Sch 065) (3)

Using EMI for content subjects: Study skillsUsing EMI for content subjects: Study skills

All S.2 classes were taught study skills for learning content All S.2 classes were taught study skills for learning content subjects in English. One period per cycle was allocated to each subjects in English. One period per cycle was allocated to each class.class.

More S2 classes showed significant gains than S1 and S3 More S2 classes showed significant gains than S1 and S3 classes in the following subscales compared to previous year. classes in the following subscales compared to previous year. Self-perception of learningSelf-perception of learning Motivation for learning EnglishMotivation for learning English Attribution of English Performance Attribution of English Performance Self-efficacy (internal self-efficacy)Self-efficacy (internal self-efficacy) Strategies for Learning English Strategies for Learning English

All five S.2 classes showed statistically significant gain on all All five S.2 classes showed statistically significant gain on all the items (except for one item for 2E) in the subscale ‘Strategies the items (except for one item for 2E) in the subscale ‘Strategies for Learning English’. for Learning English’.

The mean score of S2 on ‘Use of English in Content Subject The mean score of S2 on ‘Use of English in Content Subject Classroom Situations’ is higher than those of S1 and S3. Classroom Situations’ is higher than those of S1 and S3.

<

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Improvement in psychological and cognitive Improvement in psychological and cognitive subscales: S2subscales: S2F.1 (5 classes)F.1 (5 classes) F.2 (5 classes)F.2 (5 classes) F.3 (5 classes)F.3 (5 classes)

5.1 SPG5.1 SPG 00 1+1+ 00

5.2 SPE5.2 SPE 4+4+ 5+5+ 3+3+

6.1 AtLE6.1 AtLE 00 2+2+ 1+1+

6.2 AnLE6.2 AnLE 1+1+ 3+3+ 2+/1-2+/1-

6.3 PCL6.3 PCL 2+2+ 4+4+ 00

6.4 IM6.4 IM 3+3+ 5+5+ 00

6.5 EM6.5 EM 4+4+ 4+4+ 2+2+

7.1 IF7.1 IF 00 4+4+ 1+1+

7.2 EF7.2 EF 1-1- 1+1+ 00

8.1 ISS8.1 ISS 4+4+ 5+5+ 2+2+

8.2 ESS8.2 ESS 1-1- 3-3- 00

9.1 RSE9.1 RSE 2+2+ 5+5+ 1+1+

9.2 CgSE9.2 CgSE 3+3+ 4+4+ 3+3+

9.3 CpSE9.3 CpSE 1+1+ 5+5+ 2+2+

9.4 MSE9.4 MSE 4+4+ 5+5+ 2+2+

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Facilitating Conditions and Facilitating Conditions and Strategies for Effective EL Teaching Strategies for Effective EL Teaching

& Learning& Learning

1.1. A positive, non-threatening and collaborative A positive, non-threatening and collaborative school culture for risk-takingschool culture for risk-taking

2.2. Involvement of all stakeholdersInvolvement of all stakeholders

3.3. Flexibility in the English curriculumFlexibility in the English curriculum

4.4. Maximisation of opportunities and resources for Maximisation of opportunities and resources for learning Englishlearning English

5.5. Integration of the formal and informal curriculaIntegration of the formal and informal curricula

6.6. Provision of scaffolding: distal and proximalProvision of scaffolding: distal and proximal

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Implications of findings for Implications of findings for medium of instruction policymedium of instruction policy

The six dimensions are relevant to all schools.The six dimensions are relevant to all schools.

The related good practices can be implemented in all The related good practices can be implemented in all schools regardless of MOI.schools regardless of MOI.

Exposure to English and engagement with the target Exposure to English and engagement with the target language can be achieved through means other than language can be achieved through means other than using English as MOI. using English as MOI.

For students whose English proficiency has not For students whose English proficiency has not reached the threshold level for using it as a medium reached the threshold level for using it as a medium for learning, it would be more beneficial for them to for learning, it would be more beneficial for them to maximize opportunities for learning English in their maximize opportunities for learning English in their specific contexts, and for schools to ensure that specific contexts, and for schools to ensure that students’ learning is adequately supported. students’ learning is adequately supported.

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Overview of 15 exemplarsOverview of 15 exemplarsThemesThemes CMI schools CMI schools

participatedparticipatedEMI schoolsEMI schools

participatedparticipatedNumber of Number of exemplars exemplars

ReadingReading 11 22 33

WritingWriting 11 11 22

Adaptation of curriculum Adaptation of curriculum materialsmaterials 11 33 44

Catering for students of lower Catering for students of lower academic ability academic ability 22 00 11

Whole school approach to Whole school approach to English enhancementEnglish enhancement 22 11 33

Building confidence through Building confidence through student empowerment & student empowerment & engagement with the target engagement with the target languagelanguage

11 22 22

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